Core+Concepts,Skills,Strategies

Operations Concepts, Skills, Strategies



** (Squidoo, n.d.) **

5 biscuits 2 biscuits || Student's Language Materials Stage Materials Language Stage Materials Language Recording Stage || 4 add 2 stars 6 subtract 2 || Student's Language Materials Stage Materials Language Stage Materials Language Recording Stage || How would we do this? What do we know about subtraction. We know that when subtracting we are building the total. The total in this algorithm is 53. Let's build the total using MAB's. In the tens column, 10, 20, 30, 40, 50. In the ones column 1,2,3 ones.
 * ** Description of the concept/skill/strategy ** || ** Teaching the concept/skill/strategy ** || ** Four stage language model ** ||
 * Concept: Cover-Ups involves the use of materials to demonstrate the amount altogether and a certain amount is covered up and students are to determine how many altogether. Turnarounds can be demonstrated by doing the opposite equation. || Start with real life materials before moving onto picture cards, which will assist students during the Students Materials Language stage of the language model. I would start off with 7 biscuits altogether. I would ask how many biscuits do I have altogether? (7). If I cover up 2 biscuits, how many are left? (5). If I cover up 5 biscuits how many do I have left? (2). This is the turnaround, if I have 7 biscuits and you have 5 biscuits how many more biscuits do I have than you? (2). If I have 5 biscuits how many more biscuits do I need to have 7 altogether? (2) [[image:http://lh6.ggpht.com/_JS21ZJVqmzU/TGTIzQMM_FI/AAAAAAAAAGU/CRMvX9iRiIE/cover-up%20c.jpg width="139" height="100" align="baseline"]] 7 biscuits
 * Concept: Addition and Subtraction are related and turnarounds can be used to determine subtraction facts once addition concept/skills and strategies have been mastered. || To demonstrate this concept using concrete materials, I would begin with an addition problem using picture cards. We have 4 stars add 2 stars. 4 count on 2 is 6 stars altogether. What about 6 subtract 2. 6 subtract 2 stars is 6 count back 2 stars, which is 4 stars altogether. Therefore 6 subtract 2 is the same as 4 add 2. They are turnarounds.
 * Skill: Decomposition algorithm is a subtraction skill which involves decomposing of numbers into smaller numbers to simplify the algorithm. || I would begin by using MAB blocks and a place value chart. I would write the symbolic subtraction algorithm.

Which house do we start in? The ones house. It is possible to start in the tens, however it is easier to start in the ones house. We have 3 ones on our place value mat. Can we subtract 3 easily from 7. We can subtract it, but not easily. We can make it easier by trading. We will take one of our tens and trade it for 10 ones. Now how many ones do we have altogether, 3,6,9,12,13.

Can we now subtract our seven one easily? Yes we can, 13 subtract 7 is 6 ones. We didn't have enough to subtract 7 easily so we traded one ten and we had 6 left. Write 6 on the algorithm under the ones column.

Now we have 4 tens subtract 1 ten. Can we do this easily? Yes we can, 4 subtract 1 is 3 tens. Write 3 on the algorithm under the tens column. 53 subtract 17 is 36 altogether. To demonstrate a fact family. 17 add 36 is 53 altogether, which shows students the inverse relationship. || Mathematics Language Materials Stage Symbolic Language Stage Symbolic Recording Stage ||
 * Skill: Repeated Subtraction is a subtraction skill that can be used to solve division problems that involve subtraction of equal groups from a number. || I would ensure I have 10 cookies and 5 containers to demonstrate the repeated subtraction skill. I have 10 cookies and I want to share them evenly by giving 2 to each of my friends. How many friends can I give cookies to?

10 subtract 2 is 8 cookies (1friend). 8 subtract 2 is 6 cookies (2nd friend).

6 subtract 2 is 4 cookies (3rd friend). 4 subtract 2 is 2 cookies (4th friend) 2 subtract 2 is 0 cookies (5th friend). 10 divided by 2 is 5 altogether. || Student's Language Material Stage Materials Language Stage Materials Recording Stage || I would then move on to closing the right side of the card so only 5 flowers are showing.
 * Strategy: Count back for 0,1,2,3 is a subtraction strategy that can be applied when the part being subtracted is a numeral of 0,1,2 or 3. || I would use picture cards to demonstrate this strategy. I would ensure my card has a fold in it to demonstrate this strategy. With the card open, I would ask students how many flowers are there altogether? (7).

How many flowers did we subtract? (2). How many flowers are left? (5). How could we work this out, without counting each individual flower? We could count back from 2 from 7. So 7, 6, 5. There are 5 flowers remaining. 7 subtract 2 is 5 altogether. || Student's Language Material Stage Mathematics Language Stage Mathematics Language Recording Stage || 9 add 6 is the same as 10 add 5. 10 add 5 is 15 altogether. How could we work out 15 subtract 6? Think addition. 15 subtract 5 is 10. 10 subtract 1 is 9. So 15 subtract 6 is 9. || Students Language Materials Stage Mathematics Language Stage Mathematics Language Recording Stage ||
 * Strategy: Use 10, this strategy involves using 10 for the 8 and 9 facts. || Firstly, I would begin by using the think addition strategy. I would use picture cards to demonstrate. This card shows 9 add 6.

Addition Concepts/Skills/Strategies

There is 1 cat in this pen and 3 cats in this pen. How many cats are there altogether? If we move all of the cats onto the farm, so they can all move around together, we can see that altogether that there are 1,2,3, 4 cats. || Student's Language Materials Stage
 * = Description of the concept/skill/strategy ||= Teaching the concept/skill/strategy ||= Four stage language model ||
 * Concept: Addition mats are used in early primary classrooms to demonstrate the concept of addition. || Using an addition mat with a picture of a farm and two pens. On the farm there are two pens. If we put 1 cat in this pen and and 3 cats in this pen, how many are in this pen and how many are in this pen. I would ask students how can we work this out? We need to count.

Mathematics Language Stage

Materials Language Recording Stage || The concept of addition is grouping two groups together to find a total. We join the ones together and we can see there are 5 ones. We can put the 5 ones in the ones house. Join the groups together to see how many tens there are altogether. There are 6 tens, write that in the tens house. So we can see that 43 add 22 is 65. || Mathematics Language Stage
 * Skill: Addition Algorithm is an addition skill that can be used to solve an addition problem using a place value mat and MAB's. || The first step would be to ensure both a place value mat and a written algorithm is provided. So we have 43 add 22. For addition 43 is four tens and 3 ones and 22 is 2 tens and 2 ones. The tens live in the tens house and the ones live in the ones house. We have built the number 43 and 22.

Symbolic Language Stage

Symbolic Recording Stage || Open the card. How many more stars can you see? 2. How many stars are there altogether. 4 count on 2 is 6. There are 6 stars altogether. || Student's Material Language Stage
 * Strategy: Count on for adding 0,1,2,3 is a strategy for addition when adding a numeral of 0,1,2 or 3 and involves counting on. || I would use picture cards to develop this strategy. With the card closed, how many stars do you see? Count them: 1,2,3,4. There are 4 stars on this card.

Mathematics Language Stage

Mathematics Recording Stage ||
 * 1) Language Model for teaching subtraction (Jamieson-Proctor, 2010b)
 * ||= Language Stages ||= Materials ||= Language ||= Recording ||
 * || Student's Language || Concrete Materials: storybooks, teddies, lollies || Money spent || No symbols, children draw pictures only ||
 * || Materials Language || Lego, MAB blocks, counters || Less, eat, compare || No symbols, children draw pictures only ||
 * || Mathematics Language || Lego, MAB || Subtract, equals || No symbols, children draw pictures only, may write word stories ||
 * || Symbolic Language || None || Seven subtract two equals 5 || 7-2=5 ||

Language Model for teaching addition (Jamieson-Proctor, 2010a)
 * = Language Stages ||= Materials ||= Language ||= Recording ||
 * Student's Language || Concrete Materials: storybooks, teddies, lollies || Joining things together || No symbols, children draw pictures only ||
 * Materials Language || Lego, MAB blocks, counters || More || No symbols, children draw pictures only ||
 * Mathematics Language || Lego, MAB blocks || Add, equals || No symbols, children draw pictures only, may write word stories ||
 * Symbolic Language || None || Five add 2 equals 7 || 5+2=7 ||

Jamieson-Proctor, R. (2010a). EDX1280: Week 1 Lecture 1. Retrieved from http://usqstudydesk.usq.edu.au/file.php/15747/Week_1/Lecture_Audio_Week_1.mp3?forcedownload=1

Jamieson-Proctor, R. (2010b). EDX1280: Week 2 Lecture 2. Retrieved from http://usqstudydesk.usq.edu.au/file.php/15747/Week_2/Tutorial_Resources/Tutorial_2_Tasks.pdf Squidoo (n.d.). Addition and Subtraction in Children's Literature [image]. Retrieved August 15, 2010 from http://www.squidoo.com/addition-subtraction-childrens-literature